Teacher’s Work Performance as Predicted by Administrative Support and Work Environment

Abstract

This study examined the relationships among administrative support, work environment, and teacher performance in selected public schools in Rosario, Agusan del Sur, during the School Year 2025–2026. A quantitative descriptive-correlational research design was employed, involving 111 teacher respondents. Data were gathered using an adapted survey questionnaire, while teacher performance was measured through the respondents’ most recent Individual Performance Commitment and Review Form (IPCRF) ratings. Descriptive statistics, Pearson’s correlation coefficient, and multiple linear regression were used for data analysis. Findings revealed that administrative support was often provided, the work environment was generally favorable, and teachers attained outstanding performance ratings. However, no significant relationships were found between administrative support and teacher performance or between work environment and teacher performance. Likewise, regression analysis showed that none of the dimensions of administrative support and work environment significantly predicted teacher performance. These findings indicate that while teachers perceived strong administrative support and positive working conditions, these factors did not significantly influence their performance. The study provides baseline information for educational leaders, policymakers, and future researchers in developing evidence-based programs to further strengthen teacher performance.